Primary school students' English learning is almost always carried out under the guidance of teachers in class. In primary school English classroom teaching, teachers' well-designed classroom teaching activities play a great role in stimulating and maintaining students' interest in learning English, attracting students to actively participate in classroom teaching, achieving preset teaching goals and carrying out effective classroom teaching. Below I will combine the teacher's classroom teaching practice, how to design classroom teaching activities, and what teachers should pay attention to:

First, the activity design should have clear goals.

Teaching purpose is the expected result of teaching activities. This shows that teachers must have clear teaching objectives as guidance when designing any teaching activities. Teachers should be clear about what kind of language or behavior changes students are expected to have through such teaching activities, which is also the key to the success of teaching activities. However, no teaching activity can exhaust all the teaching objectives of a class. Every teaching activity plays a special role because of its particularity. Therefore, teachers should have clear goals when designing teaching activities. Some activities can be used to adjust the classroom atmosphere, some activities can help students increase their understanding of words, some activities can help students express themselves more fluently, and some activities can help students master some relevant learning strategies and methods. The teaching activities designed in this way have clear objectives, strong operability and high teaching efficiency.

Second, the activity design should closely follow the text content provided by the textbook.

Curriculum standards put forward that English learning is a process of knowledge accumulation and ability practice. Need to have appropriate course content. Textbooks are the main carrier of course content. Therefore, for teachers, it is necessary to consciously study and delve into the curriculum standards, study textbooks, and plan and design every teaching activity according to the curriculum objectives proposed by the curriculum standards and the text content provided by the textbooks, so that the activity design can not only coincide with the teaching content of a class, but also with the teaching theme of the whole unit or module, so as to truly teach English through textbooks and let students contact and learn vivid language knowledge in real life.

Third, the design of activities should be related to the students' life background or life experience.

We often say that preparing lessons is not only memorizing textbooks, but also memorizing students. Because students in different regions, even students in the same region, have different growth backgrounds and living environments. However, textbooks provide a unified learning content for teachers and students. Therefore, when designing activities, teachers must pay attention to whether the contents and methods of activities are related to students' real life. Special attention should be paid to designing teaching activities from the reality of students' daily life. In this way, the language knowledge content of teaching materials can be effectively mastered by students at different levels through different activities, so as to meet the learning needs of students at different levels, thus truly realizing the teaching concept of "applying what you have learned, applying what you have learned, and applying what you have learned" advocated in current English classroom teaching, and making English a real tool for students to communicate, instead of just staying in their heads to learn language knowledge.

? Fourth, the activity design should be hierarchical and step by step.

Language learning is regular. Because there is no natural language environment. Usually, the acquisition of a second foreign language is a step-by-step learning through certain methods under the guidance of teachers, which takes a certain amount of time. Therefore, as a teacher, when designing teaching activities, we must consider the hierarchical and progressive nature of the activities. For example, what are the contents of activity 1 and activity 2? Do these two activities have progressive requirements for students' language training, remain at the same level or unconsciously improve language output through several consecutive activities? If we ignore these, on the surface, students may participate in a wide range of activities and the classroom atmosphere may be very active, but it will not help students' language training to expand their language knowledge, increase their language input and improve their language expression ability.

Five, the design of activities should take into account the cultivation of students' other abilities.

The development of the times has put forward many new development goals for education. Such as innovative spirit, practical ability, cooperative consciousness, ability to collect and use information and so on. Under the background of this modern educational concept, teachers should not only pay attention to the realization of explicit teaching objectives, such as the implementation of language knowledge, the cultivation of language skills and the development of pragmatic competence, but also pay attention to the realization of implicit education objectives when designing teaching activities. For example, students get positive and pleasant experiences in the process of participating in and implementing the whole activity, which play a positive guiding role in the formation of students' good emotions, good personality, the cultivation of learning habits and learning will, and the development of various intelligences. Because in the primary school basic education stage, the achievement of these hidden educational goals has a more important impact on students' future study and life development.

Six, the design of activities should take into account enough time to ensure its effective implementation.

Sufficient time is a powerful guarantee to finish anything with high quality and efficiency. Similarly, in order to complete a teaching task or implement a teaching activity with high quality and high efficiency, it is necessary to predict and consider the time required to complete this activity before the activity. For example, it is also a group cooperation activity, because the content of the activity is different, the difficulty of the activity is different, the form of the activity is different, the age and language level of the participants are different, and the time required will be different. When designing teaching activities, teachers should avoid activities for the sake of form. Otherwise, it is easy to have such a scene, the students have not yet entered the role, and the teacher has announced the end of the activity and entered the next teaching activity. In this way, a few powerful students in the class may have the opportunity to express themselves in words, but the vast majority of students may still be at a loss, or watch, and have never participated in group activities at all.

Of course, many factors such as interest and communication should also be considered in designing effective English classroom teaching activities. Therefore, teachers should carefully design timely, appropriate, practical and effective teaching activities according to the difficulty of knowledge and the actual level of students under the premise of following the language learning rules of primary school students and the needs and characteristics of different students' physical and mental development. Only in this way can primary school English classroom teaching activities change from "duplicity" to "consistency", thus truly and permanently improving the effect of primary school English classroom teaching.